Mathematical Processes across all strands and terms: Problem Solving, Reasoning and Proving, Reflecting, Selecting Tools and Computational Strategies, Connecting, Representing, and Communicating.
This 2-day unit activates students’ prior knowledge before Unit 1: Measurement
Measurement ·Perimeter and area of composite shapes ·Pythagorean theorem ·Volume of
3-D figures (developing formulas) Number Sense and Algebra ·Simplifying numerical expressions ·Exponents
Measurement ·Optimization of measurements of rectangles Linear Relations ·Scatter plots ·Lines of
best fit Number Sense and Algebra ·Substituting into and solving equations
Linear Relations ·Investigating data (linear and non-linear) ·Lines and curves of
best fit ·First differences Number Sense and Algebra ·Simplifying numerical expressions
Number Sense and Algebra ·Ratio, rate, proportion ·Percents, decimals
Linear Relations ·Constant rate of change ·Initial value ·Direct and partial variation Number Sense and Algebra ·Using fractions and decimals
Linear Relations ·Determining values ·Story graphs ·Comparing models ·Changing the graph ·Points of intersection Number Sense and Algebra ·Solving equations
Linear Relations ·Connection and application
of algebraic models Number Sense and Algebra ·Simplifying algebraic expressions
Measurement ·Plane geometry concepts Number Sense and Algebra ·Solving equations in context *This unit could stand alone and can be placed anywhere within the course.
Rationale
Dividing the expectations into 8 units: ·Working on smaller content targets will promote student success by focussing on fewer key concepts than might be included in larger units of study. ·Facilitates staff communication about individual students learning goals in credit recovery situations. Number Sense and Algebra included in all units: ·Expectations for the Number Sense and Algebra strand are addressed within the contexts of measurement and linear relations throughout the course as recommended in the curriculum policy document. ·Students develop an increased understanding of how to apply Number Sense and Algebra skills in a wide variety of contexts. Positioning Measurement for Units 1–2: ·Measurement activities are authentic tasks that appeal to kinesthetic learners, appropriate at the beginning of the Grade 9 Applied program, when students are making the transition to secondary school and before algebraic skills are well developed. ·Teachers can observe students’ reasoning, representing, and problem-solving skills in contexts that can be illustrated with concrete materials and visual representations. ·Students should feel comfortable with this material as an extension of Grade 8 math, and this may ease the transition into Grade 9 math. ·Perimeter, area and volume provides the context for work with powers to degree 3. ·Optimization problems provide meaningful contexts for using numerical and graphical models and for combining fractions with integers and equations. ·Students develop, build on and extend inquiry skills. Positioning Number Sense and Algebra for Unit 4: ·Students develop an understanding of the connections between proportional reasoning, rates, ratios, percents, and linear relationships in a wide variety of contexts. ·Students prepare to apply the concepts of constant rates of change and initial value to direct and partial variation in Unit 5. Positioning Measurement for Unit 8: ·Teachers have addressed appropriate behaviour and care in use of technology. ·Visual and hands-on activities provide variety that appeal to students with different learning styles. Inclusion of instructional technology: ·Depending on availability of technological resources, teachers may choose to use: -a full lab; -a limited number of computers; -teacher demonstration.
Grade 9 Applied: Content and Reporting Targets
Mathematical Processes across all strands and terms:
Problem Solving, Reasoning and Proving, Reflecting, Selecting Tools and Computational Strategies, Connecting, Representing, and Communicating.
· Perimeter and area of composite shapes
· Pythagorean theorem
· Volume of
3-D figures (developing formulas)
Number Sense and Algebra
· Simplifying numerical expressions
· Exponents
· Optimization of measurements of rectangles
Linear Relations
· Scatter plots
· Lines of
best fit
Number Sense and Algebra
· Substituting into and solving equations
· Investigating data (linear and non-linear)
· Lines and curves of
best fit
· First differences
Number Sense and Algebra
· Simplifying numerical expressions
· Ratio, rate, proportion
· Percents, decimals
· Constant rate of change
· Initial value
· Direct and partial variation
Number Sense and Algebra
· Using fractions and decimals
· Determining values
· Story graphs
· Comparing models
· Changing the graph
· Points of intersection
Number Sense and Algebra
· Solving equations
· Connection and application
of algebraic models
Number Sense and Algebra
· Simplifying algebraic expressions
· Plane geometry concepts
Number Sense and Algebra
· Solving equations in context
*This unit could stand alone and can be placed anywhere within the course.
· Working on smaller content targets will promote student success by focussing on fewer key concepts than might be included in larger units of study.
· Facilitates staff communication about individual students learning goals in credit recovery situations.
Number Sense and Algebra included in all units:
· Expectations for the Number Sense and Algebra strand are addressed within the contexts of measurement and linear relations throughout the course as recommended in the curriculum policy document.
· Students develop an increased understanding of how to apply Number Sense and Algebra skills in a wide variety of contexts.
Positioning Measurement for Units 1–2:
· Measurement activities are authentic tasks that appeal to kinesthetic learners, appropriate at the beginning of the Grade 9 Applied program, when students are making the transition to secondary school and before algebraic skills are well developed.
· Teachers can observe students’ reasoning, representing, and problem-solving skills in contexts that can be illustrated with concrete materials and visual representations.
· Students should feel comfortable with this material as an extension of Grade 8 math, and this may ease the transition into Grade 9 math.
· Perimeter, area and volume provides the context for work with powers to degree 3.
· Optimization problems provide meaningful contexts for using numerical and graphical models and for combining fractions with integers and equations.
· Students develop, build on and extend inquiry skills.
Positioning Number Sense and Algebra for Unit 4:
· Students develop an understanding of the connections between proportional reasoning, rates, ratios, percents, and linear relationships in a wide variety of contexts.
· Students prepare to apply the concepts of constant rates of change and initial value to direct and partial variation in Unit 5.
Positioning Measurement for Unit 8:
· Teachers have addressed appropriate behaviour and care in use of technology.
· Visual and hands-on activities provide variety that appeal to students with different learning styles.
Inclusion of instructional technology:
· Depending on availability of technological resources, teachers may choose to use:
- a full lab;
- a limited number of computers;
- teacher demonstration.